School-Wide Positive
Behavioral Interventions
and Supports (SWPBIS)
Northeast PBIS (NEPBIS) School-Wide Team Training
Day 4
INSERT TRAINER NAMES
with support from Brandi Simonsen, Jen Freeman,
Susannah Everett, & George Sugai
Advance Organizer
• Quick Review of SWPBIS from Days 1-3
• Non-classroom Settings
• Classroom Settings
• Team Action Planning (with TIC)
• Wrap up
MAIN TRAINING OBJECTIVES
• Establish leadership team
• Establish staff agreements
• Build working knowledge of SWPBIS
outcomes, data, practices, and systems
• Develop individualized action plan for
SWPBIS
• Organize for upcoming school year
TRAINING EXPECTATIONS:
RESPECT…
SELF
• Self-monitor (Are you participating?
Engaged as a learner? Talking during
allotted times?)
• Stretch, break, stand as needed
OTHERS
• Cell phones (inaudible): Converse in
lobbies and breaks
• Work as a team: Room for every voice,
reinforce participation
ENVIRONMENT
• Recycle
• Maintain neat working area
Tools!
nepbis.org
pbis.org
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QUICK Review
Overview & Getting
Started with SWPBIS
(Days 1-3)
OVERVIEW OF
SCHOOL-WIDE
POSITIVE
BEHAVIOR
SUPPORT
(Chapter I)
Critical Features of PBIS
Supporting Culturally Equitable
Social Competence & Academic Achievement
OUTCOMES
Supporting
Culturally
Knowledgeable
Staff Behavior
(Vincent,
Randal,
Cartledge,
Tobin, &
SwainBradway,
2011;
Sugai,
O’Keefe, &
Fallon
2012 ab)
Supporting
Culturally Valid
Decision
Making
PRACTICES
I.C
Supporting Culturally Relevant
Evidence-based Interventions
OVERVIEW OF
SCHOOL-WIDE
POSITIVE
BEHAVIOR
SUPPORT
(Chapter II)
Getting Started with SWPBIS
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Establish an effective leadership team
Develop brief statement of behavioral purpose
Identify positive SW behavioral expectations
Develop procedures for teaching SW expectations
Develop procedures for teaching class-wide
expectations
Develop continuum for strengthening appropriate
behavior
Develop continuum for discouraging violations of
expectations
Develop data-based procedures for monitoring
Develop systems to support staff
Build routines to ensure on-going implementation
Getting Started with SWPBIS
1. Establish an effective leadership team
2. Develop brief statement of behavioral purpose
3. Identify positive SW behavioral expectations
II.B.vii
4. Develop procedures for teaching SW expectations
5. Develop procedures for teaching class-wide
expectations
6. Develop continuum for strengthening appropriate
behavior
7. Develop continuum for discouraging violations of
expectations
8. Develop data-based procedures for monitoring
9. Develop systems to support staff
10. Build routines to ensure on-going implementation
PRACTICES
2000-2001 Gotchas, Level 1, & ODR per Day per Month
# per Day
80
70
60
50
Gotchas
40
30
20
Level 1
ODR
10
0
Sep Oct Nov Dec Jan Feb Mar Apr May Jun
Months
~10 positive : 1 correction
Getting Started with SWPBIS
1. Establish an effective leadership team
2. Develop brief statement of behavioral purpose
3. Identify positive SW behavioral expectations
II.B.viii
4. Develop procedures for teaching SW expectations
5. Develop procedures for teaching class-wide
expectations
6. Develop continuum for strengthening appropriate
behavior
7. Develop continuum for discouraging violations of
expectations
8. Develop data-based procedures for monitoring
9. Develop systems to support staff
10. Build routines to ensure on-going implementation
Steps for Selecting, Monitoring, and
Evaluating SWPBIS Practices
• Step 1: Develop evaluation questions.
What do you want to know?
• Step 2: Identify indicators or measures.
What information can be collected?
• Step 3: Develop methods for collecting and
analyzing indicators.
How/when should information be gathered?
• Step 4: Make decisions and action plan from
analysis of indicators.
How was the question answered and what should be done
next?
II.B.vii
Reassess and
revise solution(s)
as needed
Monitor
outcomes and
compare
to goal(s)
Implement
solution(s)
with integrity
and fidelity
Identify problems
with precision
Establish
goal(s)
Develop
solution(s)
Improving Decision Making
Problem
Problem
Solution
Problem
Solving
Solution
Action
Planning
Getting Started with SWPBIS
1. Establish an effective leadership team
2. Develop brief statement of behavioral purpose
3. Identify positive SW behavioral expectations
II.B.ix
4. Develop procedures for teaching SW expectations
5. Develop procedures for teaching class-wide
expectations
6. Develop continuum for strengthening appropriate
behavior
7. Develop continuum for discouraging violations of
expectations
8. Develop data-based procedures for monitoring
9. Develop systems to support staff
10. Build routines to ensure on-going implementation
Key Systems Features
Team-based Implementation
Clear Action Plan
Staff Buy-in
Embedded Professional Development
Staff Recognition for Implementation
I.C.iv
80% Rule
~5%
Primary Prevention:
Systems to support
all staff:
•Professional development
•Reinforcement
~15%
Tertiary Prevention:
Specialized
Individualized
Systems for Staff with
High-Risk Behavior
Apply the triangle
to adult behavior!
Secondary Prevention:
Specialized Group
Systems for Staff who
are “At-Risk”
•Additional instruction
•Increased support
~80% of Staff
Getting Started with SWPBIS
1.
2.
II.B.x
3.
4.
5.
6.
7.
8.
9.
10.
Establish an effective leadership team
Develop brief statement of behavioral purpose
Identify positive SW behavioral expectations
Develop procedures for teaching SW expectations
Develop procedures for teaching class-wide
expectations
Develop continuum for strengthening appropriate
behavior
Develop continuum for discouraging violations of
expectations
Develop data-based procedures for monitoring
Develop systems to support staff
Build routines to ensure on-going implementation
To start your semester/year off well,
begin teaching and learning activities on
the first day of semester/school
CHAPTER
II.X
3. SWPBIS
PRACTICES AND
SYSTEMS IN NONCLASSROOM
SETTINGS
(Chapter III)
Problematic NonClassroom Settings
III.A
Examples
III.A
An elementary school
principal found that over
45% of their behavioral
incident reports were
coming from the
playground.
A high school nurse
lamented that “too many
students were asking to
use her restroom”
during class transitions.
A middle school
secretary reported that
she was getting at least
one neighborhood
complaint daily about
student behavior on &
off school grounds.
Over 50% of referrals
occurring on “buses”
during daily transitions.
Definitions and
Intervention
Considerations
III.B
Non-Classroom Settings
• Particular times or places where
supervision is emphasized
• Where instruction is not available as
behavior management tool
• Examples:
–
–
–
–
III.B
Cafeteria, hallways, playgrounds, bathrooms
Buses & bus loading zones, parking lots
Study halls, library, “free time”
Assemblies, sporting events, dances
Activity:
Non-Classroom Settings
• Work as
team for 5
min
• Pick 1 problematic non-classroom setting
you have experienced
• Identify 2-3 features of problem
• Identify 2-3 possible solutions
• Report (<1 min.) main features of your
example
Classroom v. Non-Classroom
Classroom
III.B
Non-Classroom
• Teacher directed
•Student focus
•Instructional focus
• Social focus
• Small # of predictable
students
•Large # of
unpredictable
students
Non-Classroom Settings:
Basic Management
Considerations
• Physical or environmental
arrangements
Practices
• Teach directly expected
behaviors and routines in
context
• Routines & expectations
• Staff behavior
• Actively supervise (scan,
move, interact)
• Student behavior
• Pre-correct and remind
• Positively reinforce
expected behavior
III.B
Douglas County S.D., CO 4-08
Douglas County S.D., CO 4-08
Guidelines for Non-Classroom
Settings
PRACTICES
 Implementation is school-wide by all staff
 School-wide behavior expectations taught in
context
 Administrator is an active member
 Context-specific expectations and routines
taught directly and early in the school year/term
 Regular opportunities for review, practice, and
positive reinforcement
 Team-based review, action planning, and
implementation consideration
 Data-based progress monitoring and action
planning
 Regular review of accuracy of intervention
III.C
implementation
And always
remember to
consider
systems,
culture, &
context:
Supervision
Self-assessment
YES or NO
III.D
Did I have at least 4 positive for 1
negative student contacts?
•Have more positive student
contacts than negative
•Use variety of contact forms
Did I move throughout the area I was
supervising?
•Obvious
•Positive
•Interactive
•Unpredictable
Did I frequently scan the area
I was supervising?
•Head up
•Make eye contact
•Overt body position
Did I positively interact with most of
the students in the area?
• Variety of interaction types
“Good
morning, class!”
– Social positives
– SW acknowledgements
Teachers
report that when
greeted by
• students
Variety of are
students
adult in morning, it
• an
Quick
less time to
• takes
Noticeable
morning routines
• complete
Publicly appropriate
& get first lesson started.
Did I handle most minor rule
violations quickly and quietly?
• Quickly
• Privately
• Neutrally
• Follow-up with positive
• Follow-up
Did I follow school procedures for
handling major rule violations?
• Quick
Considerations
•
By the book
• Business
like
• What are
“costs” of compliance?
• Disengagewith consequences?
• Can I follow-through
• Have I taught
& reinforced
compliance?
• Precorrect
for next
occurrence
Disengage quickly
Do I know our school-wide expectations
(positively stated rules)?
• Positively stated
• Small in number
• Easy
• Comprehensive
• Defined
Did I positively acknowledge at least 5
different students for displaying schoolwide expectations?
• Individualized
• Informative
• Sincere
“Readers’ Digest” Guide
•7-8 “yes” = Super Supervision
•5-6 “yes” = So-So Supervision
•<5 “yes” = Improvement Needed
Why does everyone
need to be involved?
• Staff outnumbered
What’d you say?
• Adult presence
– Prompts desired behavior
– Deters problem behavior
Show you what?
• “Being a good citizen”
– Contribute to school climate
Oh, the data?
40
30
50
30
20
3/14/95
3/28/95
3/29/95
4/3/95
4/4/95
4/7/95
4/10/95
4/17/95
4/18/95
4/26/95
4/27/95
4/29/95
5/1/95
5/2/95
5/3/95
5/4/95
5/9/95
5/10/95
5/12/95
5/15/95
5/16/95
5/17/95
5/18/95
5/23/95
5/24/95
5/25/95
5/26/95
5/30/95
5/31/95
6/1/95
6/2/95
6/5/95
6/6/95
6/8/95
6/9/95
6/12/95
6/13/95
Frequency of Problem Behaviors
Baseline
60
50


30



 
20





School-wide Intervention
Entering School

40



10


Problem Behaviors

20

10

0



10
5 minute observation
Date



 

 


   
60
50
Entering Cafeteria
 
 



  

 
0
60
Exiting School
40






 




0
Back to the Examples
An elementary school principal found that over
45% of their behavioral incident reports were
coming from the playground.
“Talk, Walk, & Squawk”
1.
2.
3.
School found out that most incidents were teasing that
escalated.
Taught kids a simple social skill lesson called “talk, walk,
squawk.” Talk: When someone teases you, say “I don’t like it
when you say those things. Stop.” If teasing continues, look
cool and walk away…don’t say anything. If teasing continues,
“squawk: ask an adult to mediate a solution.” Teach schoolwide so all students know what to do and can predict what will
happen if they continue to tease.
Increase active supervision, practice of TWS, and
reinforcement of use of TWS.
Back to the Examples
A middle school secretary reported that she was
getting at least one neighborhood complaint daily
about student behavior on & off school grounds.
“Neighborhood Watch”
1.
2.
3.
4.
Held school, community, and family meeting to talk about
school-wide rules: respect self, others, property
Taught kids about respect in nonschool settings (i.e.,
neighborhoods).
Told all kids, parents, and staff that all neighbors have
been given permission to report kids in neighborhood
who should be in school and/or engaged disrespectful
behavior. Law enforcement similarly informed…..i.e.,
increased active supervision.
Kids and neighbors participated in a community picnic
after school once a month.
Back to the Examples
A high school nurse lamented that “too many students
were asking to use her restroom” during class
transitions.
“Adopt-a-Bathroom”
1.
2.
3.
Lack of supervision was identified as problem, and
students using nurses’ station because cleaner and safer.
All staff members “adopted a bathroom” and agreed to
visit their bathroom at least three times daily. Didn’t have
to use the bathroom, just walk through. Big school so
every bathroom was visited numerous times by different
faculty members.
Kids acknowledged for respecting privacy, good hygiene,
etc.
Back to the Examples
Over 50% of referrals occurring on “buses”
during daily transitions.
“Music, Mags, & Munchies”
1.
2.
3.
This was unusual situation: school campus divided by
interstate, most classrooms on one side, and office,
cafeteria, etc. on other side. So kids had to be bused 3-4
times to one side or the other.
Increased active supervision.
Bus drivers given school store discounts to give to kids
who had appropriate transitions.
Each bus equipped with radio, box of magazines, and
occasional snack or snack coupon to engage kids.
SYSTEMS FEATURES
• School-wide implementation
– All staff
– Direct teaching 1st day/week
– Regular review, practice, & positive
reinforcement
• Team-based identification, implementation,
& evaluation
• Data-based decision making
Recap: BASIC MANAGEMENT
PRACTICES
• Positive expectations taught and
encouraged
• Active supervision
– Move,
– Scan, &
– Interact
• Precorrections & Reminders
• Positive reinforcement of expected behavior
Activity:
Supervision Self-Assessment
• Work as
team for
15 min
• Review “Active Supervision Self-assessment”
and discuss possible practices/systems
applications to your identified (or new)
problem setting
• Add relevant discussion items to your action
plan.
• Report 2-3 “big ideas” from your team
discussion (1 min. reports)
4. CLASSROOM
MANAGEMENT
PRACTICES AND
SYSTEMS
(Chapter IV)
What “kind” of students can
display problematic behavior?
All students. Students with/without labels who are served in
general/special education can display problematic behavior.
This is not a special education issue. It is an education issue.
We need to learn more about
the critical features of
effective classroom management
to be able to help all students.
Effective Classroom
Management Practices
IV.A
Maximizing Academic Achievement
• Academic achievement is linked to academic
engagement
• Academic engagement is linked to:
– Effective curriculum
– Effective delivery of curriculum (instruction)
– Effective classroom management
IV.A.i
Sustaining Classroom Management
Accurate and sustained use of
effective management practices is
related to having comprehensive and
effective support systems, including
SWPBIS.
In other words…
IV.A.ii
Effective Academic
Instruction
Effective Behavioral
Interventions
Continuous & Efficient
Data-based Decision
Making
Systems for Durable &
Accurate Implementation
IV.A.ii
Positive,
Preventative
School Culture
(SWPBIS)
Evidence-Based Practices in
Classroom Management
1.
2.
3.
IV.B
Minimize crowding & distraction
Maximize structure & predictability
State, review, & reinforce positively stated
expectations.
4.
Provide more acknowledgement for appropriate
than inappropriate behaviors.
5.
Maximize varied opportunities to respond.
6.
Maximize active engagement.
7.
Actively & continuously supervise.
8.
Respond to inappropriate behaviors quickly,
positively, & directly.
9.
Establish multiple strategies for acknowledging
appropriate behavior.
10. Generally provide specific feedback for errors &
corrects.
1. Minimize crowding & distraction.
• Design environment to (a) elicit appropriate
behavior and (b) minimize crowding and
distraction:
– Arrange furniture to allow easy traffic flow.
– Ensure adequate supervision of all areas.
– Designate staff & student areas.
– Seating arrangements (groups, carpet, etc.)
IV.B.i
2. Maximize structure & predictability.
• Develop Predictable Routines
– Teacher routines: volunteers, communications,
movement, planning, grading, etc.
– Student routines: personal needs, transitions,
working in groups, independent work,
instruction, getting materials, homework, etc.
IV.B.ii
3. State, review, & reinforce positively stated
expectations.
Define
Evaluate
Monitor
IV.B.iii
Teach
Prompt
4. Provide more acknowledgement for
appropriate than inappropriate behaviors.
• Maintain at least 4 to 1 ratio
• Interact positively once every 5 min
• Follow correction for violation of behavior
expectations with positive reinforcement for rule
following (once demonstrated)
IV.B.iv
5. Maximize varied opportunities to respond.
• Provide high rates of opportunities to respond
• Vary individual vs. group responding
• Vary Response type
• Oral
• Written
• Gestural
• Increase participatory instruction
• Questioning
• Materials
IV.B.v
6. Maximize active engagement.
• Vary format
– Written responses
– Choral responding
– Gestures
– Writing on individual white boards
– Other: ____________
• Specify observable engagements
• Link engagement with outcome objectives
IV.B.vi
Range of evidence based practices that
promote active engagement
• Direct Instruction
• Computer Assisted Instruction
• Class-wide Peer Tutoring
• Guided notes
• Response Cards
7. Actively & continuously supervise.
• Move
• Scan
• Interact
• Remind/pre-correct
• Positively acknowledge
IV.B.vii
8. Respond to inappropriate behaviors
quickly, positively, & directly.
• Respond efficiently
• Attend to students who are displaying
appropriate behavior
• Follow school procedures for major
problem behaviors objectively
• Anticipate next occurrence
IV.B.viii
Multiple strategies for responding to
inappropriate behavior may include....
• Error Corrections
• Differential
Reinforcement
• Planned ignoring
• Response Cost
• Time out from
reinforcement
9. Establish multiple strategies for
acknowledging appropriate behavior.
• Social vs. tangible vs. activity vs. …
• Frequent vs. infrequent
• Predictable vs. unpredictable
• Immediate vs. delayed
IV.B.ix
Multiple strategies for acknowledging
appropriate behavior may include...
•Specific and Contingent Praise
•Group Contingencies
•Behavior Contracts
•Token Economies
10. Generally provide specific feedback
for errors & corrects.
• Provide contingently
• Always indicate correct behaviors
• Link to context
IV.B.x
Evidence-Based Practices in
Classroom Management
1.
2.
3.
IV.B
Minimize crowding & distraction
Maximize structure & predictability
State, review, & reinforce positively stated
expectations.
4.
Provide more acknowledgement for appropriate
than inappropriate behaviors.
5.
Maximize varied opportunities to respond.
6.
Maximize active engagement.
7.
Actively & continuously supervise.
8.
Respond to inappropriate behaviors quickly,
positively, & directly.
9.
Establish multiple strategies for acknowledging
appropriate behavior.
10. Generally provide specific feedback for errors &
corrects.
Guidelines for Classroom Settings
IV.C
PRACTICES
 Academic achievement is linked to social success, active
engagement, and effective teaching
And always
 Good teaching is used as a behavior management
remember to
strategy
consider
systems,
 Behavior management is used as an instructional
culture, &
management strategy
context:
 The three-tiered prevention logic is applied to the
classroom context
 Classroom management is linked to school-wide
behavior support
 Typical classroom routines have been taught, practiced,
and reinforced regularly
 School-wide support systems are used to sustain
effective classroom management strategies
 Data-based progress monitoring and action planning
 Regular review of accuracy of intervention
implementation
Activity:
Classroom Self-Assessment
• Work as
team for
15 min
• Review “Classroom Self-assessment” and
discuss possible practices/systems
applications to your identified (or new)
problem setting
• Add relevant items to your action plan
• Report 2-3 “big ideas” from your team
discussion (1 min. reports)
SWPBIS Action Planning
Team Implementation
Checklist (TIC)
1.
COACHES (1 per team) go to
www.pbisapps.org
Go to pbis applications login on the top
right corner of your screen
Login with your email and password (if you
haven’t set up your password yet, just go
through forgot password process)
Select PBIS Assessment
Under Surveys Currently Open, Select
Team Checklist 3.1
Click “Take Survey”
2.
3.
4.
5.
6.
–
7.
8.
Find Team Checklist
Select
under Action column
Complete TIC as a team
Also see Appendix C
Complete during Team Action Planning Time TODAY
Activity:
Action Planning
• Work as
team for
75 min
• Return to your Action Plan
• Update content related to getting started
steps, non-classroom settings, & classrooms.
• In particular, make sure have a plan for
sharing information with and gathering/using
feedback from your school faculty!
• Present 2-3 “big ideas” from your group (1
min. reports)
• Please email your action plan to your trainers
by the end of the day to receive specific
feedback.
Review of SWPBIS
MAIN TRAINING OBJECTIVES
✓
• Establish staff agreements
✓
• Establish leadership team
IP• Build working knowledge of SWPBIS
outcomes, data, practices, and systems
IP• Develop individualized action plan for
SWPBIS
IP• Organize for upcoming school year
TIER 1 LEADERSHIP TEAM & COACHES MEETINGS
• 3 days Coaches Meetings
2 Coaches
• 2 days of TA per district
Admin, Coach, Data Entry
• 3 days of Team Training
Same above
• 3 days Coaches Meetings
Same above
• 2 days of TA per district
Same above
• 2 days of Team Training
Same above
• 3 days Coaches Meetings
Same above
• 2 days of TA per district
Same above
YEAR 1
• 26 days of Team Training
Minimum membership:
administrator, grade level
representatives, support staff
YEAR 2
WHO
YEAR 3+
WHAT
Tier 2 Training will also be offered to schools implementing Tier 1 with fidelity.
Critical Features of PBIS
Supporting Culturally Equitable
Social Competence & Academic Achievement
OUTCOMES
Supporting
Culturally
Knowledgeable
Staff Behavior
(Vincent,
Randal,
Cartledge,
Tobin, &
SwainBradway,
2011;
Sugai,
O’Keefe, &
Fallon
2012 ab)
Supporting
Culturally Valid
Decision
Making
PRACTICES
I.C
Supporting Culturally Relevant
Evidence-based Interventions
Intensive
Targeted
Universal
I.C.iii
Few
Continuum of
Support for ALL
Some
All
(Sugai, Dec 7, 2007)
Getting Started with SWPBIS
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Establish an effective leadership team
Develop brief statement of behavioral purpose
Identify positive SW behavioral expectations
Develop procedures for teaching SW expectations
Develop procedures for teaching class-wide
expectations
Develop continuum for strengthening appropriate
behavior
Develop continuum for discouraging violations of
expectations
Develop data-based procedures for monitoring
Develop systems to support staff
Build routines to ensure on-going implementation
Establish Team
Develop Statement of Behavioral
Purpose or Vision
At BSG, we are
responsible for
ourselves, respect each
other, and maintain
safety in our school.
Establish Behavioral
Expectations/Rules
Teach Rules in the
Context of School Settings
Teach Rules in the
Context of Class Routines
Establish Procedures for
Encouraging Rule Following
Establish Procedures for
Responding to Rule Violations
Develop data-based procedures
for monitoring
Develop Systems to Support Staff
Build Routines to Ensure On-Going
Implementation
Non-Classroom Settings:
Basic Management
Considerations
• Physical or environmental
arrangements
Practices
• Teach directly expected
behaviors and routines in
context
• Routines & expectations
• Staff behavior
• Actively supervise (scan,
move, interact)
• Student behavior
• Pre-correct and remind
• Positively reinforce
expected behavior
III.B
Evidence-Based Practices in
Classroom Management
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
IV.B
Minimize crowding & distraction
Maximize structure & predictability
State, review, & reinforce positively stated
expectations.
Provide more acknowledgement for appropriate than
inappropriate behaviors.
Maximize varied opportunities to respond.
Maximize active engagement.
Actively & continuously supervise.
Respond to inappropriate behaviors quickly,
positively, & directly.
Establish multiple strategies for acknowledging
appropriate behavior.
Generally provide specific feedback for errors &
corrects.
Consider Tattoos!
4 PBIS
Elements
School
Systems
Supporting Social Competence &
Academic Achievement
OUTCOMES
Classroom
Supporting
Decision
Making
Supporting
Staff Behavior
SWPBIS
Non-classroom
PRACTICES
~5%
Supporting
Student Behavior
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
Tertiary Prevention:
Specialized
Individualized
Systems for Students with
High-Risk Behavior
~15%
Secondary Prevention:
Specialized Group
Systems for Students with
At-Risk Behavior
~80% of Students
Family
Student